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Digital Technologies in Early Childhood: Attitudes and Practices of Parents and Teachers in Kosovo

International Journal of Instruction, 2020-01, Vol.13 (1), p.165-184

ISSN: 1694-609X ;EISSN: 1308-1470 ;DOI: 10.29333/iji.2020.13111a

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  • Title:
    Digital Technologies in Early Childhood: Attitudes and Practices of Parents and Teachers in Kosovo
  • Author: Gjelaj, Majlinda ; Buza, Kastriot ; Shatri, Kyvete ; Zabeli, Naser
  • Subjects: Child Development ; Early Childhood Education ; Educational Philosophy ; Foreign Countries ; Information Technology ; Parent Attitudes ; Preferences ; Preschool Children ; Preschool Teachers ; Risk ; Teacher Attitudes ; Technology Uses in Education
  • Is Part Of: International Journal of Instruction, 2020-01, Vol.13 (1), p.165-184
  • Description: The purpose of this study was to examine preschool teachers and parents' attitudes and their practices regarding the use of digital technologies during preschool education. The main research questions the study intended to address focused on teachers' and parents' attitudes and practices about the role of digital technology supplies in young children's development. The study used a mixed research approach, using in-depth interviews and an online questionnaire. The results have shown that only one of the eight preschool teachers reported a positive attitude regarding the impact of digital technology in children's development. Most of the interviewed preschool teachers showed preference towards authentic play and activities exercising children's psycho-motor skills. However, most of parents have suggested that their children, starting from early years of their development, are exposed to different digital technologies. In conclusion, there are two contradictory findings (progressive and regressive philosophies) among parents and preschool teachers regarding their perceptions and practices on the use of digital technologies in young children's learning and development. The study advocates for continuous cooperation between parents and teachers to ensure prospects of maximizing benefits and alleviating potential risks of using digital technologies in early childhood education.
  • Publisher: International Journal of Instruction
  • Language: English
  • Identifier: ISSN: 1694-609X
    EISSN: 1308-1470
    DOI: 10.29333/iji.2020.13111a
  • Source: ERIC Full Text Only (Discovery)
    ROAD: Directory of Open Access Scholarly Resources
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